A scoping review of how classroom environments and activities affect listening, learning, and wellbeing in First Nations children: applying the L³ Assessment Framework

First Nations people have a strong oral culture and much to contribute to society. However, they are often faced by educational challenges such as hearing loss from otitis media, learning in a language other than their home language, and learning in a classroom environment that is different to their culture. The aim of this paper was to review the literature on how classroom environments and activities impact listening, learning, and wellbeing in First Nations school children using the Listen to Learn for Life Assessment Framework and identify knowledge gaps. The PRISMA-ScR review strategy involved a search of review
papers and studies. Only six papers were found in total, showing the need for future research to be conducted in many areas of the Listen to Learn for Life Assessment Framework. The review did reveal that First Nations children’s speech-in-noise recognition is poorer for those from more remote locations and with lower socio-educational advantage, and poorer for a tonal Indigenous language compared to English. Therefore, it would be beneficial to ensure classrooms are acoustically insulated and treated, and that the noise from the children is controlled by the teacher where possible. A positive finding was the benefit of teachers using sound-field amplification systems which improved children’s listening and learning. Therefore, it would be beneficial for these systems to be installed in all classrooms that have First Nations children present.